Setting

Tribal Education 1-4 Portland Square Bristol BS2 8RR T 0845 123 6001 F 0845 123 6002 Ofsted helpline 0845 404045 edhelpline@ofsted.gov.uk

p.1

Mr K McCabe Headteacher Adderley Primary School Arden Road Birmingham B8 1DZ

p.1

Introduction

Following my visit with John Collings, additional inspector, to your school on 23 and 24 November 2005, I write on behalf of Her Majesty's Chief Inspector to confirm the inspection findings.

p.1

Introduction

The visit was the third monitoring inspection since the school became subject to special measures in September 2004.

p.1

Introduction

This letter will be posted on the Ofsted website. Please inform the Regional Inspection Service Provider of any factual inaccuracies within 24 hours of the receipt of this letter.

p.1

Evidence

Inspectors observed the school’s work, scrutinised documents, and met with the headteacher, the deputy headteacher and acting deputy headteacher, the assessment coordinator, the lead teacher for English as an additional language, a group of Year 6 pupils, the chair and vice chair of governors, and two representatives from the local authority (LA).

p.1

Context

Since the previous monitoring visit the acting headteacher has left the school. The substantive headteacher took up his post at the start of this term. In discussion with inspectors, pupils demonstrated positive attitudes to learning. They enjoy school and want to come. They were aware not only of

p.1

Achievement and standards

ained a Level 5. In cience and mathematics very few pupils gained Level 5.

p.2

Achievement and standards

the end of the Foundation Stage and the end of Key Stage is less secure.

p.2

Achievement and standards

rds, although these actions are too new to have ad any discernible impact.

p.2

Achievement and standards

areas for improvement identified by the inspection in

p.2

Achievement and standards

• nd pupils with English as an additional language–satisfactory progress.

p.2

ersonal development and well-being

for Eid, was 3.9%. The school has good procedures to address this issue. Standards remain below those which are found in many primary schools. At Key Stage 1 the results in the national tests in 2005 for reading and writing were similar to the previous two years. Results in mathematics showed a slight improvement. At Key Stage 2 the results for science and mathematics in 2005 remained broadly similar to the last two years. The school’s results for English, however, showed a marked improvement compared to previous years. The percentage of pupils gaining the higher Level 5 in English was in line with the national average. More girls than boys g s

p.2

ersonal development and well-being

The progress which pupils make between the end of Key Stage 1 and the end of Key Stage 2 is improving steadily. The Year 6 pupils in 2005 had made particularly good progress in English since the end of Year 2. They made satisfactory progress in mathematics but not in science. Children in the Foundation Stage make at least satisfactory and often good progress. Progress between

p.2

ersonal development and well-being

Progress in the lessons observed during the monitoring inspection was variable and was almost always directly related to the quality of the input from the teachers and the teaching assistants. Where the learning activities were well designed to move the pupils from the current stage in their learning to the next the pupils made good progress. The improved provision for the pupils who are learning English as an additional language and those who have learning difficulties and disabilities is an important step forward in improving progress and raising standa h

p.2

ersonal development and well-being

Progress on the September 2004: raise standards throughout the school for all pupils, especially boys, higher attainers a

p.2

P

Pupils’ attitudes and behaviour were good overall. In the vast majority of lessons pupils behaved well, paid attention and were involved in learning. Pupils answered well when asked questions, were polite, and responded appropriately to teachers and other adults. Attendance, although still below the national average, has improved over the last three years. This pattern is continuing. The figure for the autumn term, when adjusted effective models of spoken English which they could emulate.

p.2

P

The leadership team and the assessment coordinator are working hard to help staff improve their understanding of assessment. Some progress has been made. Some staff are clear about the levels at which pupils are working and use this well to plan their lessons. Sometimes, however, expectations about the pupils’ capabilities are too low. The planned discussions between their own literacy and numeracy targets but also the class targets. They felt very secure to go to members of staff or the new headteacher to discuss problems and issues they may have. They feel the school has improved and is a safer place than it was. They were able to identify how they learn best, for example, a quiet, relaxed and positive learning environment where explanations are clear and concise. The school is emphasising the importance f healthy eating through the science curriculum and personal, social and

p.3

P

ntified by the inspection in eptember 2004: d progress.

p.3

P

achers’ language was clear, well structured and delivered in a calm

p.3

P

hose pupils for hom English is an additional language because they were not hearing o health education.

p.3

P

Progress on the areas for improvement ide S • improve pupils’ attendance–goo

p.3

Quality of provision

Teaching is satisfactory overall. The vast majority of lessons were well planned, systematic and firmly based on national strategies, but suitably modified to meet pupils’ needs. In the good lessons there were high expectations of pupils. There was a strong focus on their progress, identifying clearly what pupils needed to learn over a term, lesson and parts of a lesson. Where teaching was strong teachers had a very clear view of what needed to be taught and it was firmly based on pupils’ prior attainment. Good lessons were well structured, had good pace, and pupils were given ample opportunities to apply and consolidate what they were learning. This was exemplified where pupils had frequent opportunities to review and discuss ideas and concepts in small discussion groups or pairs. In good lessons te purposeful atmosphere where pupils understood what was expected of them.

p.3

Quality of provision

Where teaching was less effective planning followed the school’s procedures but was not sufficiently modified to meet pupils’ needs. The headteacher’s observations suggest that sometimes this is an issue of teachers’ confidence. Pupils were often, for example, expected to listen for too long and lost interest and concentration. They were given insufficient opportunities to apply and consolidate their learning before new ideas or instructions were presented. Consequently opportunities for teachers to continually assess learning and modify their teaching to ensure learners were challenged appropriately were lost. In less successful lessons teachers often spoke too loudly and this in turn inadvertently encouraged pupils to raise their voices. In the resulting noisy classrooms pupils and teachers did not hear clearly what each was saying. This particularly slowed the progress of t w . The new systems for tracking the pupils’ progress and for

p.3

Quality of provision

entifying quickly any underachievement are at an early stage of

p.4

Quality of provision

Pro Sep make sure teachers are clear about what pupils can understand and use n and manage lessons at the right level for learning –satisfactory progress.

p.4

Quality of provision

school. New appointments have een made to replace the staff who are leaving at the end of this term.

p.4

Quality of provision

arents of the Reception children, and evaluations are positive. A successful

p.4

Quality of provision

mproved systems and structures are now in lace. These senior leaders have a very good understanding of the need to the local authority consultant, a member of the senior, and each teacher about the progress of their class, are a sensible step towards improving this situation id development but are well designed and well understood by the assessment leader.

p.4

Quality of provision

gress on the areas for improvement identified by the inspection in tember 2004: • this knowledge consistently to pla

p.4

Leadership and management

The headteacher has effectively assessed the school’s strengths and weaknesses. He has used his own expertise, the school’s previous self- evaluation and the leadership team’s knowledge of the school, to help him determine the next priorities. He has quickly realised that, although there has been good progress on most of the key areas for improvement which were identified in the September 2004 inspection, there remain issues with some aspects of teaching and with the pupils’ progress. Frank discussions with staff have involved the headteacher communicating his expectations clearly. Most staff have responded well to this new direction. The new staffing structure which is intended to begin early next term sensibly addresses the current lack of leadership for different age groups in the b Importantly, the headteacher observed the candidates teaching in their current schools to determine their suitability.

p.4

Leadership and management

The headteacher has already established good relationships with parents and pupils. Pupils spoke warmly of his presence around the school. Literacy, numeracy, and test preparation workshops are continuing for parents on a regular basis. These have been reasonably well attended, particularly by the p autumn fair run by the school provided a good opportunity to make further links with the community. The regular newsletter is informative and relevant.

p.4

Leadership and management

The deputy headteacher and acting deputy headteacher continue to work hard to improve the school. They have taken clear leadership of special educational needs provision and of English as an additional language, neither of which were sufficiently effective. With the support of the LA the school has reviewed thoroughly the provision which it makes for pupils who are learning English as an additional language and has begun to make some significant improvements to this area of its work. Appropriate training has begun for all staff. The management of special educational needs provision by the acting deputy headteacher is also much improved. She has quickly remedied many of the weaknesses and greatly i p the school and the chair, in particular, provides a good level f support to the headteacher. Governors are now well placed to become

p.4

Leadership and management

Pro Sep • at the school fully understands the issues causing continuing

p.5

Leadership and management

consistent way to maintain the confidence of all involved–good progress s fully understand their roles and responsibilities–good progress.

p.5

Leadership and management

of English as an additional language is much needed and is beginning have an impact. The LA’s regular review meetings are thorough and have a good understanding of the school’s eeds.

p.5

ain Judgements

rogress since being subject to special measures–good.

p.5

ain Judgements

rogress since previous monitoring inspection–good.

p.5

ain Judgements

ewly qualified teachers may be appointed.

p.5

Pri

• taff’s knowledge and understanding of pupils’ current levels of

p.5

Pri

lerate progress continue to improve provision for pupils who have learning difficulties and disabilities and for those learning English as an additional language. focus on the progress of these groups of pupils and they are well supported by other key members of staff.

p.5

Pri

A small group of governors has held a second meeting with parents to discuss developments in the school. A new vice chair has been appointed and is already taking an active role. The governing body is well informed about many aspects of o more involved in providing challenge and support to the school as it seeks to raise standards.

p.5

Pri

gress on the areas for improvement identified by the inspection in tember 2004: ensure th complaints from some parents. Complaints should be dealt with in an agreed and

p.5

External support

The very good support which is provided by the consultant for the Intensifying Support Programme continues to be highly effective and greatly valued by the school. He has a clear understanding of the next steps which the school needs to take, particularly with regard to their use of data and the tracking of pupils’ progress. The support which the LA is providing to develop provision for pupils who have learning difficulties and disabilities, and for learners to demonstrate that key personnel n

p.5

orities for further improvement

Develop s attainment, and the next steps the pupils need to take in their learning, in order to ensure that each lesson is pitched at the right level to acce

p.5

orities for further improvement

• am copying this letter to the Secretary of State, the chair of governors and ector of Learning and Culture for Birmingham.

p.5